IDEA_PowerPoint_slides.pptx

State and Local Implementation of the Individuals with Disabilities Education Act (IDEA)

Fiscal year 2017 Tracking #IESE170053AP Solicitation Number ED-IES-17-R-0027

Webinar Agenda Introductions: The U.S. Department of Education’s Acquisition Team

Vendor Collaboration Webinar Protocol

Overview: IDEA Implementation Study

Closing Remarks and Next Steps

Introductions Erica Johnson, Contracting Officer’s Representative – Institute of Education Sciences(IES)/National Center for Education Evaluation and Regional Assistance (NCEE)

Veronica L. Price, Sr. Contracting Officer – OCFO/Contracts and Acquisitions Management (CAM)

Joseph Gibbs, Contract Specialist – OCFO/Contracts and Acquisitions Management (CAM)

Background IDEA is federal legislation which is focused on the education of children and youth with disabilities As of Fall 2015, IDEA supported early intervention services and special education and related services for 7.5 million children ages 0-21 who have been identified as having a disability or a risk of substantial developmental delay Special education and related services are supported by IDEA Part B Early intervention services for infants and toddlers (ages 0-2) are supported by IDEA Part C A national assessment of IDEA is Congressionally mandated

Motivation The most recent large-scale IDEA implementation study, IDEA National Assessment Implementation Study (IDEA-NAIS), provided a national picture of state agency and school district implementation of IDEA based on data from early 2009.

Since that time, there have been a number of developments potentially affecting the context for the implementation of IDEA, such as:

changes in funding levels;

reauthorization of the Elementary and Secondary Education Act (ESEA);

changes in the focus of federal monitoring of state implementation of IDEA programs; and debate related to disproportionality in identification for special education services.

Study Objectives Provide a national picture of how IDEA is implemented at the state and local levels.

Where appropriate, provide information on how policies and programs have changed over time.

Key Research Questions (Slide 1 of 2)

1. How do state and local agencies identify infants, toddlers, children, and youth for early intervention and special education services? How do they prevent or address inappropriate identification for these services?

2. What policies and programs do states and local agencies have in place to support infants, toddlers, children, and youth identified for early intervention or special education services? How have these policies and programs changed over time?

3. What types of supports do schools provide to children and youth with disabilities to support their academic and behavioral learning, both within and outside of regular education classrooms, and how do these supports vary by school characteristics?

Key Research Questions (Slide 2 of 2)

4. To what extent do states and local agencies rely on evidence from research on the effectiveness of policies, programs, and supports for infants, toddlers, children, and youth with disabilities?

5. How do state and local agencies allocate resources—including funding and personnel— to support infants, toddlers, children, and youth with disabilities?

Central Tasks (Slide 1 of 2) Base Period Design of policy relevant data collection forms (Task 4) Reflect refined research questions that are responsive to the relevant policy context Make use of existing instruments where possible and relevant Will require content knowledge and a sense of how findings will contribute to existing knowledge and might advance knowledge

Option #1 Round 1 Data collection (Tasks 9, 10, and 11) Census of state administrators in all 50 states, DC, and other territories receiving IDEA Part B or IDEA Part C funding NCEE assumes a sample of at least 500 school districts and at least 2,000 schools (nested within the same 500 school districts) Response rates should be 90%+ for state respondents and 80%+ for school district and school respondents

Analysis and reporting for Report #1 (Task 13) Clear and policy relevant writing, closely focused on answering the key research questions

Central Tasks (Slide 2 of 2) Option #2 Design of policy relevant data collection forms (Task 20) Reflect refined research questions that are responsive to the relevant policy context, which may have changed since prior data collection Take into account potential longitudinal analyses

Round 2 Data collection (Tasks 21, 22, and 23) Census of state administrators in all 50 states, DC, and other territories receiving IDEA Part B or IDEA Part C funding NCEE assumes a sample of at least 500 school districts and at least 2,000 schools (nested within the same 500 school districts) Response rates should be 90%+ for state respondents and 80%+ for school district and school respondents

Analysis and reporting for Report #2 (Task 24) Clear and policy relevant writing, closely focused on answering the key research questions Where appropriate, compare/contrast findings with the findings in Report #1

Period of Performance Cost reimbursement contract, consisting of an 18 month base period and two, overlapping option periods 78 month period of performance, if all option periods are exercised

(Months 1-18) Option Period 1 Round 1 data collection (spring 2019), analysis, and reporting of findings 31 months (Months 12-42) Option Period 2 Round 2 data collection (spring 2022), analysis, and reporting of findings 43 months (Months 36-78)

Closing Remarks & Next Steps All webinar related questions must be submitted to the CS & CO by 12pm (ET) on May 23, 2017.

Responses will be posted on www.FBO.gov on May 30, 2017.

Capability Statements are due by noon (ET), May 25, 2017.

RFP’s anticipated release date: Late June 2017.

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